Central Elementary California Department of Education School Accountability Report Card Reported Using Data from the 2015-16 School Year By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians, and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Esther V. Garcia, Principal Principal, Central Elementary About Our School About Our School The California Department of Education has recognized Central Elementary School as a California Gold Ribbon School. We continue our commitment to providing all students a learning environment where the emphasis is to master 21st Century Skills and high quality Science, Technology, Engineering, and Math (STEM) applications through rigorous integrated instruction. Our one of a kind STEM Exploration Lab provides a new awakening into the educational needs and desires of our students future career options, pushing us as educators to develop professionally as we learn and grow with our students. Central School provides a safe, nurturing, and academically challenging environment for our students to gain skills necessary for 21st century careers. Our eagles Strive for excellence, Own our actions, Act responsibly, and Respect each other (S.O.A.R.). Contact Central Elementary 14741 Central Ave. Baldwin Park, CA 91706-5617 Phone: 626-962-7915 E-mail: evgarcia136@bpusd.net
About This School Contact Information (School Year 2016-17) Contact Information (School Year 2016-17) District Contact Information (School Year 2016-17) School Contact Information (School Year 2016-17) District Name Baldwin Park Unified School Name Central Elementary Phone Number (626) 962-3311 Street 14741 Central Ave. Superintendent Froilan Mendoza City, State, Zip Baldwin Park, Ca, 91706-5617 E-mail Address fnmendoza674@bpusd.net Phone Number 626-962-7915 Web Site http://ce-bpusd-ca.schoolloop.com/ Principal Esther V. Garcia, Principal E-mail Address evgarcia136@bpusd.net Web Site http://ce-bpusd-ca.schoolloop.com/ County-District- 19642876011381 School (CDS) Code School Description and Mission Statement (School Year 2016-17) School Description and Mission Statement (School Year 2016-17) Central School first opened in 1912 and has been at its current site since 1952. We implement Common Core instruction with a focus on 21st century skills and high quality science, technology, engineering, and math applications. We focus on several school-wide programs to increase student achievement and raise test scores, including a focus on Positive Behavior Interventions and Support (PBIS). In 2016 Central Elementary earned the Gold Ribbon Award as a result of our STEM Exploration Laboratory; rigorous, integrated instruction; high expectations; participation in the Teacher Professional Development and Professional Learning Communities; Supplemental Educational Services tutoring program; Reading and Math interventions; grade-level teaming and collaboration; and parental support and involvement. Central School students are very proud of their accomplishments and we are committed to continuing our improvement efforts in student achievement. Page 2 of 26
Student Enrollment by Grade Level (School Year 2015-16) Student Enrollment by Grade Level (School Year 2015-16) Grade Level Number of Students Kindergarten 74 Grade 1 69 Grade 2 78 Grade 3 58 Grade 4 81 Grade 5 85 Grade 6 59 Total Enrollment 504 90 80 70 60 50 40 30 20 10 0 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Student Enrollment by Student Group (School Year 2015-16) Student Enrollment by Student Group (School Year 2015-16) Student Group Percent of Total Enrollment Black or African American 1.0 % American Indian or Alaska Native 0.2 % Asian 3.0 % Filipino 1.0 % Hispanic or Latino 94.2 % Native Hawaiian or Pacific Islander 0.0 % White 0.6 % Two or More Races 0.0 % Other 0.0 % Student Group (Other) Percent of Total Enrollment Socioeconomically Disadvantaged 91.5 % English Learners 36.3 % Students with Disabilities 16.5 % Foster Youth 2.0 % Page 3 of 26
A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair Teacher Credentials Teacher Credentials Teachers School District 2014-15 2015-16 2016-17 2016-17 With Full Credential 24 21 24 624 Without Full Credential 0 0 0 0 25 20 Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 2 15 10 5 0 2014-15 2015-16 2016-17 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners 2014-15 2015-16 2016-17 0 0 0 1.0 Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions Total Teacher Misassignments* 0 0 0 0.5 Vacant Teacher Positions 0 0 0 0.0-0.5-1.0 2014-15 2015-16 2016-17 Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners. Page 4 of 26
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16) Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16) Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 100.0% 0.0% All Schools in District 100.0% 0.0% High-Poverty Schools in District Low-Poverty Schools in District 100.0% 0.0% 0.0% 0.0% Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Year and month in which data were collected: September 2016 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Yes 0.0 % Little Treasures - Macmillan/McGraw-Hill (2010) 22 English Big Book Titles - Macmillan/McGraw-Hill (2010) California Treasures 1.1 - Macmillan/McGraw-Hill (2010) California Treasures 1.2 - Macmillan/McGraw-Hill (2010) California Treasures 1.3 - Macmillan/McGraw-Hill (2010) California Treasures 1.4 - Macmillan/McGraw-Hill (2010) California Treasures 1.5 - Macmillan/McGraw-Hill (2010) California Treasures 1.6 - Macmillan/McGraw-Hill (2010) Mathematics Yes 0.0 % My Math Big Book - Macmillan/McGraw-Hill (2015) My Math, Grades K-5, consumable student editions - Macmillan McGraw-Hill (2015) California Math, Course 1, consumable student editions - Glencoe McGraw-Hill (2015) Science Yes 0.0 % California Science Kindergarten Kit - Houghton Mifflin (2007) California Science Level 1 - Houghton Mifflin (2006) California Science Level 2 - Houghton Mifflin (2006) California Science Level 3 - Houghton Mifflin (2006) California Science Level 4 - Houghton Mifflin (2006) California Science Level 5 - Houghton Mifflin (2006) Earth Science - Holt Reinhart and Winston (2007) History-Social Science Yes 0.0 % My World and Me - Big Book - Houghton Mifflin (2006) School and Family - Houghton Mifflin (2006) Neighborhoods - Houghton Mifflin (2006) Communities - Houghton Mifflin (2006) California Studies - Houghton Mifflin (2006) Page 5 of 26
Early United States - Houghton Mifflin (2006) Ancient Civilizations - Holt Reinhart and Winston (2006) Foreign Language N/A 0.0 % Health N/A 0.0 % Visual and Performing Arts N/A 0.0 % Science Lab Eqpmt (Grades 9-12) Note: Cells with N/A values do not require data. N/A N/A 0.0 % Page 6 of 26
School Facility Conditions and Planned Improvements School Facility Conditions and Planned Improvements Facilities The Baldwin Park Unified School District takes great efforts to ensure that all schools are clean, safe, and functional. Central School also scored 99.43% in accordance with on the Williams Facilities visit. To assist in this effort, the district uses a Facility Instrument Tool (FIT) developed by the State of California OPSC. The results of this survey are available upon request. The Maintenance and Operations Department has implemented a cloud-based online work order system in order to prioritize, track requests, and monitor completion rates. The mission of the department is to provide quality service in an efficient and professional manner to ensure all facilities are safe and comfortable for all students and staff. Results of county office facilities inspection and monitoring on August 22, 2016-100% exemplary. School Facility Good Repair Status Year and month of the most recent FIT report: August 2016 System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Rating Good Repair Needed and Action Taken or Planned No deficiencies noted. Interior: Interior Surfaces Good No deficiencies noted. Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good No deficiencies noted. Electrical: Electrical Good No deficiencies noted. Restrooms/Fountains: Restrooms, Sinks/Fountains Good No deficiencies noted. Safety: Fire Safety, Hazardous Materials Good No deficiencies noted. Structural: Structural Damage, Roofs Good No deficiencies noted. External: Playground/School Grounds, Windows/Doors/Gates/Fences Good No deficiencies noted. Overall Facility Rate Year and month of the most recent FIT report: August 2016 Overall Rating Exemplary Page 7 of 26
B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Percent of Students Meeting or Exceeding the State Standards School District State Subject 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 English Language Arts / Literacy (grades 3-8 and 11) 26.0% 29.0% 34.0% 37.0% 44.0% 48.0% Mathematics (grades 3-8 and 11) 14.0% 19.0% 19.0% 22.0% 34.0% 36.0% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 8 of 26
CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2015-16) Grades Three through Eight and Grade Eleven (School Year 2015-16) ELA - Grade 3 ELA - Grade 3 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 62 62 100.0% 24.2% Male 27 27 100.0% 29.6% Female 35 35 100.0% 20.0% Black or African American -- -- -- -- American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 59 59 100.0% 23.7% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races -- -- -- -- Socioeconomically Disadvantaged 54 54 100.0% 18.5% English Learners 20 20 100.0% -- Students with Disabilities 11 11 100.0% 18.2% Students Receiving Migrant Education Services -- -- -- -- Foster Youth -- -- -- -- Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 9 of 26
ELA - Grade 4 ELA - Grade 4 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 80 79 98.8% 26.6% Male 44 44 100.0% 18.2% Female 36 35 97.2% 37.1% Black or African American -- -- -- -- American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 75 74 98.7% 27.0% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races -- -- -- -- Socioeconomically Disadvantaged 76 75 98.7% 24.0% English Learners 26 25 96.2% -- Students with Disabilities 11 11 100.0% -- Students Receiving Migrant Education Services -- -- -- -- Foster Youth -- -- -- -- Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 10 of 26
ELA - Grade 5 ELA - Grade 5 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 87 87 100.0% 26.4% Male 41 41 100.0% 22.0% Female 46 46 100.0% 30.4% Black or African American -- -- -- -- American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 86 86 100.0% 26.7% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races -- -- -- -- Socioeconomically Disadvantaged 78 78 100.0% 24.4% English Learners 30 30 100.0% -- Students with Disabilities 27 27 100.0% 3.7% Students Receiving Migrant Education Services -- -- -- -- Foster Youth -- -- -- -- Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 11 of 26
ELA- Grade 6 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 64 62 96.9% 38.7% Male 38 37 97.4% 35.1% Female 26 25 96.2% 44.0% Black or African American -- -- -- -- American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 58 57 98.3% 36.8% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races -- -- -- -- Socioeconomically Disadvantaged 55 53 96.4% 39.6% English Learners 13 11 84.6% 9.1% Students with Disabilities -- -- -- -- Students Receiving Migrant Education Services -- -- -- -- Foster Youth -- -- -- -- Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 12 of 26
CAASPP Test Results in Mathematics by Student Group CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2015-16) Grades Three through Eight and Grade Eleven (School Year 2015-16) Mathematics - Grade 3 Mathematics - Grade 3 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 62 62 100.0% 19.4% Male 27 27 100.0% 25.9% Female 35 35 100.0% 14.3% Black or African American -- -- -- -- American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 59 59 100.0% 20.3% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races -- -- -- -- Socioeconomically Disadvantaged 54 54 100.0% 16.7% English Learners 20 20 100.0% -- Students with Disabilities 11 11 100.0% 27.3% Students Receiving Migrant Education Services -- -- -- -- Foster Youth -- -- -- -- Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 13 of 26
Mathematics - Grade 4 Mathematics - Grade 4 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 80 79 98.8% 21.5% Male 44 44 100.0% 15.9% Female 36 35 97.2% 28.6% Black or African American -- -- -- -- American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 75 74 98.7% 20.3% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races -- -- -- -- Socioeconomically Disadvantaged 76 75 98.7% 21.3% English Learners 26 25 96.2% 4.0% Students with Disabilities 11 11 100.0% -- Students Receiving Migrant Education Services -- -- -- -- Foster Youth -- -- -- -- Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 14 of 26
Mathematics - Grade 5 Mathematics - Grade 5 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 87 87 100.0% 11.5% Male 41 41 100.0% 17.1% Female 46 46 100.0% 6.5% Black or African American -- -- -- -- American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 86 86 100.0% 11.6% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races -- -- -- -- Socioeconomically Disadvantaged 78 78 100.0% 9.0% English Learners 30 30 100.0% -- Students with Disabilities 27 27 100.0% -- Students Receiving Migrant Education Services -- -- -- -- Foster Youth -- -- -- -- Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 15 of 26
Mathematics - Grade 6 Mathematics - Grade 6 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 64 64 100.0% 26.6% Male 38 38 100.0% 29.0% Female 26 26 100.0% 23.1% Black or African American -- -- -- -- American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 58 58 100.0% 25.9% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races -- -- -- -- Socioeconomically Disadvantaged 55 55 100.0% 25.5% English Learners 13 13 100.0% -- Students with Disabilities -- -- -- -- Students Receiving Migrant Education Services -- -- -- -- Foster Youth -- -- -- -- Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 16 of 26
CAASPP Test Results in Science for All Students CAASPP Test Results in Science for All Students Percentage of Students Scoring at Proficient or Advanced School District State Subject 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 Science (grades 5, 8, and 10) 38.0% 38.0% 25.0% 56.0% 50.0% 41.0% 60.0% 56.0% 54.0% Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. CAASPP Tests Results in Science by Student Group Grades Five, Eight and Grade Ten (School Year 2015-16) Student Group Total Enrollment Number of Students with Valid Scores Percent of Students with Valid Scores Percent Proficient or Advanced All Students 87 87 100.0% 25.3% Male 41 41 100.0% 24.4% Female 46 46 100.0% 26.1% Black or African American 0 0 0.0% 0.0% American Indian or Alaska Native 0 0 0.0% 0.0% Asian -- -- -- -- Filipino 0 0 0.0% 0.0% Hispanic or Latino 86 86 100.0% 25.6% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% White 0 0 0.0% 0.0% Two or More Races 0 0 0.0% 0.0% Socioeconomically Disadvantaged 78 78 100.0% 24.4% English Learners 30 30 100.0% 13.3% Students with Disabilities 27 27 100.0% 25.9% Students Receiving Migrant Education Services 0 0 0.0% 0.0% Foster Youth -- -- -- -- Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The Proficient or Advanced is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 17 of 26
State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education California Physical Fitness Test Results (School Year 2015-16) California Physical Fitness Test Results (School Year 2015-16) Percentage of Students Meeting Fitness Standards Grade Level Four of Six Standards Five of Six Standards Six of Six Standards 5 14.9% 27.6% 20.7% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 18 of 26
C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite Opportunities for Parental Involvement (School Year 2016-17) Opportunities for Parental Involvement (School Year 2016-17) Central School recognizes the important role parents play in students academic achievement. Parents can participate in school decision making by taking part in the School Site Council, English Learner Advisory Committee (ELAC), District Advisory Committee (DAC)and District English Learner Advisory Committee (DELAC). These Committees provide parent opportunities to help plan, review, and improve all school programs. We have many training opportunities for our parents throughout the year such as Kaiser Permanente Educational Outreach workshops (various series), Science, Technology, Engineering, and Math workshops, Positive Behavior Interventions and Supports workshops, SBAC presentations, Wells Fargo Financial workshops, College focused workshops, and Common Core workshops. These particular training opportunities help parents to partner with the school in supporting the well-being and academic achievement of their children. Parent volunteers also play an integral role in the functioning of our school. They are trained to help offer support in the classroom, help with parking lot duty, and often gather resources to share with the school site. We offer Back to School Night, Open House, and two parent teacher conferences, as well as Chats with the Principal, monthly News Bulletins home, and regular Connect Ed message/emails. We value parent involvement and see the benefit this involvement has for our students. For more information about our parent programs and involvement opportunities, please contact our School Community Liaison, at 626-962-7915, ext. 6304. State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.4% 11.5% 10.7% Graduation Rate 0.00 0.00 0.00 93.20 92.40 93.90 80.44 80.95 82.27 Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 1.0 Dropout Rate Graduation Rate 0.5 0.0-0.5-1.0 2012-13 2013-14 2014-15 Page 19 of 26
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State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety Suspensions and Expulsions Suspensions and Expulsions School District State Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 Suspensions 1.4 0.0 0.6 1.8 1.8 1.4 4.4 3.8 3.7 Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1 Suspensions Expulsions 5.0 4.0 School Suspensions District Suspensions State Suspensions 0.12 0.10 School Expulsions District Expulsions State Expulsions 0.08 3.0 0.06 2.0 0.04 1.0 0.02 0.0 2013-14 2014-15 2015-16 0.00 2013-14 2014-15 2015-16 School Safety Plan (School Year 2016-17) Central School is a very safe learning environment. We have a closed campus and conduct monthly emergency drills. Safety Committee meetings are held regularly to ensure campus safety. Many of our staff members have been CERT (Community Emergency Response Team) trained to handle large scale disasters. Our Comprehensive School Safety Plan is revised annually and shared with the school community. The Safety Plan is approved by the School Site Council, District Police, and the Director of Business Services. Page 21 of 26
D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Federal Intervention Program (School Year 2016-17) Federal Intervention Program (School Year 2016-17) Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2004-2005 2008-2009 Year in Program Improvement Year 5 Year 3 Number of Schools Currently in Program Improvement N/A 19 Percent of Schools Currently in Program Improvement N/A 95.0% Note: Cells with NA values do not require data. Average Class Size and Class Size Distribution (Elementary) 2013-14 2014-15 2015-16 Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size 1-20 21-32 33+ Average Class Size 1-20 21-32 33+ Average Class Size 1-20 21-32 33+ K 23.0 1 3 0 18.0 2 3 0 18.3 4 0 0 1 21.0 1 2 0 20.0 1 3 0 23.0 0 3 0 2 20.0 1 3 0 20.0 1 2 0 19.3 3 0 0 3 22.0 1 3 0 20.0 1 3 0 23.0 0 3 0 4 30.0 0 2 0 22.0 2 2 0 31.0 0 2 0 5 24.0 1 2 0 21.0 2 1 0 30.0 0 3 0 6 25.0 1 2 0 24.0 1 2 0 30.0 0 2 0 Other 0.0 0 0 0 0.0 0 0 0 12.0 2 0 0 * Number of classes indicates how many classes fall into each size category (a range of total students per class). Academic Counselors and Other Support Staff (School Year 2015-16) Last updated: 1/30/2017 Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 0.0 0.0 Counselor (Social/Behavioral or Career Development) 0.0 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.0 N/A Psychologist 1.0 N/A Social Worker 0.0 N/A Nurse 0.2 N/A Speech/Language/Hearing Specialist 1.8 N/A Resource Specialist (non-teaching) 0.0 N/A Other 1.0 N/A Page 22 of 26
Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15) Last updated: 1/27/2017 Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site $5976.6 $275.8 $5700.8 $88392.5 District N/A N/A $6146.1 $82420.0 Percent Difference School Site and District -- -- -7.3% 4.5% State N/A N/A $5677.0 $74216.0 Percent Difference School Site and State -- -- -41.8% 7.3% Note: Cells with N/A values do not require data. Last updated: 1/31/2017 Page 23 of 26
Types of Services Funded (Fiscal Year 2015-16) Types of Services Funded (Fiscal Year 2015-16) Local Control Funding Formula The local control funding formula (LCFF) establishes base, supplemental, and concentration funding. These fundings replace many of the former state categorical programs. Supplemental and Concentration grants go to help high needs students: English Language Learners, low-income students and foster youth. School districts have greater flexibility, than in the past, to decide how to use the funds with input from their local communities. Budgets are tied to improvement goals in the district s Local Control and Accountability Plan (LCAP). Federal Title I Schoolwide Program Title I funding is provided to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and meet state standards. The Title I Schoolwide Program is based on the premise that comprehensive reform strategies rather than separate, add-on services are most effective in raising academic achievement for the lowest achieving students in a school. Federal Title II Title II, Part A, Teacher and Principal Training and Recruiting is a federal categorical program for the purpose of increasing the academic achievement of all students by helping schools and district (1) improve teacher and principal quality through professional development and other activities and (2) ensure all teachers are highly qualified. Federal Title III The main priority of Title III is for limited-english-proficient (LEP) students (called English learners under California laws), including immigrant children and youths, to attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet. Teacher and Administrative Salaries (Fiscal Year 2014-15) Teacher and Administrative Salaries (Fiscal Year 2014-15) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $49,102 $44,958 Mid-Range Teacher Salary $68,513 $70,581 Highest Teacher Salary $94,068 $91,469 Average Principal Salary (Elementary) $111,954 $113,994 Average Principal Salary (Middle) $112,715 $120,075 Average Principal Salary (High) $123,818 $130,249 Superintendent Salary $203,766 $218,315 Percent of Budget for Teacher Salaries 42.0% 38.0% Percent of Budget for Administrative Salaries 5.0% 5.0% Last updated: 1/9/2017 Page 24 of 26
For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Teacher Salary Chart Principal Salary Chart 100000 140000 80000 120000 100000 60000 80000 40000 60000 40000 20000 20000 0 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Last updated: 1/23/2017 Page 25 of 26
Professional Development Professional Development Districtwide areas of focus include Professional Learning Communities, Response to Intervention, and Positive Behavioral Interventions and Supports. All teachers participate in professional development of Common Core strategies including rigor, collaboration, communication, critical thinking, and creativity to promote student success in 21st century careers during weekly Common Meeting times, grade level collaboration, workshops, inservices and professional development days. Professional development activities are supported by teacher observations, principal classroom visits, and outside coaching opportunities. NUMBER OF DAYS PROVIDED FOR PROFESSIONAL DEVELOPMENT IN THE MOST RECENT THREE YEAR PERIOD 2013-14 4 Shortened Days, 35 Common Meeting Time Days 2014-15 2 Professional Development Days, 3 Shortened Days, 31 Common Meeting Time Days 2015-16 2 Professional Development Days, 3 Shortened Days, 34 Common Meeting Time Days Last updated: 1/10/2017 Page 26 of 26